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Education & Language - Mathematics Education | Preschool Geometry

Preschool Geometry

Levenson, Esther, Tirosh, Dina, Tsamir, Pessia

2011, VIII, 134p.

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Recently the issue of early childhood mathematics has come to the fore and with it the importance of teaching geometrical concepts and reasoning from a young age. Geometry is a key domain mentioned in many national curricula and may also support the learning of other mathematical topics, such as number and patterns. This book is based on the rich experience (research and practice) of the authors and is devoted entirely to the learning and teaching of geometry in preschool. The first part of the book is dedicated to children’s geometrical thinking, building concept images in line with concept definitions, and the dilemmas that arise in the process. The second part focuses on geometrical tasks and their role in developing and assessing geometrical reasoning. The third part focuses on teaching geometry to young children. Each of the three parts is structured in a similar manner, beginning with general theory and research, continuing with specific examples related to those theories, and moving on to elements of actual practice. Written in a meaningful, yet enjoyable manner, any person who has an interest in the mathematics education of preschool children, be it parents, caregivers, teachers, teacher educators, and researchers, will find this book relevant.

Content Level » Research

Related subjects » Mathematics Education

Table of contents 

Foreword; PART ONE: Studying Preschool Children’s Development of Geometrical Concepts; Chapter 1: Theories and Research Related to Concept Formation in Geometry; Chapter 2: What Does It Mean for Preschool Children to Know That a Shape Is an Image? Building Concept Images in Line with Concept Definitions; Chapter 3: The Case of Circles: When the Concept Definition Is Inappropriate for the Age of the Children; Thinking about Other Shapes; PART TWO: Engaging Young Children with Geometrical Tasks; Chapter 4: Mathematical and Geometrical Tasks: Theories and Resarch; Chapter 5: Implementing Geometrical Tasks: Some Possible Scenarios; Chapter 6: Geometrical Tasks in Preschool: The Voice of the Teacher; PART THREE: Getting Ready to Teach Geometry in the Preschool – Preschool Teacher Education; Chapter 7: Conceptualizing Preschool Teachers’ Knowledge for Teaching Geometry; Chapter 8: Enhancing Preschool Teachers’ Knowledge for Teaching Mathematics; Chapter 9: Tasks in the Professional Development of Preschool Teachers; Epilogue; Referencess

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